4th and 5th grade students learned about Bloom's Taxonomy of Higher Order Thinking Skills and applied their new knowledge to creating Literature Study Units. Groups of two or three students read a novel of their choice and developed the unit for use by capable third through fourth grade students. Each study unit contains a vocabulary list, questions and prompts targeting literary elements, questions and prompts requiring Bloom's levels of critical thinking (analysis, synthesis, and evaluation), and at least one "fun sheet" (crossword puzzle, interactive multiple choice test, or word search). Each unit also includes suggested answers for the questions and prompts, written by the creators of the unit. Completed units are published below and can be printed for classroom use.
NCSCOS: The following objectives were covered by the students completing the literature units.
4th Grade Language Arts: 1.03 Identify key words and discover their meanings and relationships through a variety of strategies. 2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text. 2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas. 3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence. 4.03 Make oral and written presentations using visual aids with an awareness
of purpose and audience. 4.10 Use technology as a tool to gather, organize, and present information. 5th Grade Language Arts: 1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension. 2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:
plot development.
author's choice of words.
effectiveness of figurative language (e.g., personification, flashback).
tone.
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s). 3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s). 4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline. 4.10 Use technology as a tool to enhance and/or publish a product.
Resources
http://www.sanchezclass.com/reading-graphic-organizers.htm
Bloom's Taxonomy
4th and 5th grade students learned about Bloom's Taxonomy of Higher Order Thinking Skills and applied their new knowledge to creating Literature Study Units. Groups of two or three students read a novel of their choice and developed the unit for use by capable third through fourth grade students. Each study unit contains a vocabulary list, questions and prompts targeting literary elements, questions and prompts requiring Bloom's levels of critical thinking (analysis, synthesis, and evaluation), and at least one "fun sheet" (crossword puzzle, interactive multiple choice test, or word search). Each unit also includes suggested answers for the questions and prompts, written by the creators of the unit. Completed units are published below and can be printed for classroom use.NCSCOS: The following objectives were covered by the students completing the literature units.
4th Grade Language Arts:1.03 Identify key words and discover their meanings and relationships through a variety of strategies.
2.05 Make inferences, draw conclusions, make generalizations, and support by referencing the text.
2.06 Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.
3.02 Analyze characters, events, and plots within and between selections and cite supporting evidence.
4.03 Make oral and written presentations using visual aids with an awareness
of purpose and audience.
4.10 Use technology as a tool to gather, organize, and present information.
5th Grade Language Arts:
1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
2.04 Identify elements of fiction and nonfiction and support by referencing the text to determine the:
- plot development.
- author's choice of words.
- effectiveness of figurative language (e.g., personification, flashback).
- tone.
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).3.03 Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).
4.05 Use a variety of preliminary strategies to plan and organize the writing and speaking task considering purpose, audience, and timeline.
4.10 Use technology as a tool to enhance and/or publish a product.
A Summer to Die by Lois Lowry
Number the Stars by Lois Lowry
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Sammy Keyes and the Sister of Mercy by Wendelin Van Draanen
King Arthur and the Knights of the Round Table by Howard Pyle
Al Capone Does My Shirts by Gennifer Choldenko
Diary of a Wimpy Kid: Dog Days by Jeff Kinney